A boy was driving his family’s farm wagon along a country road. It had rained heavily that morning, and the dirt road had lots of muddy puddles and ruts. The boy was complaining about how difficult it was when the wagon’s front right wheel got stuck in some deep mud, and the wagon stopped. The boy gave up right then and there, got out of the wagon, and leaned against a fence post on the side of the road.
“I wanted to have some fun later on today. Now I’m stuck. It’ll take all day to get this wagon out of here and down the road. What bad luck,” he grumbled. He continued to pity himself and his misfortune.
Watching from his porch was a man named Hercules. He was muscular and strong.
When the boy noticed Hercules, so big and strong, staring at him, he cried out, “Help me! I can’t get my wagon to move!”
Hercules replied, "Young man, I’ve been watching you. As soon as the wagon got stuck, you gave up without even trying. Giving up too soon when difficulties arise is not a good habit. You need to at least try to move it yourself before I lend a hand.”
The boy decided to heed the wise words of Hercules, so he walked back to the wagon. He pulled the reins of the horse and encouraged him. At the same time, he pushed against the wheel that was stuck. The horse and the boy managed to loosen the wheel. Finally, the wagon moved out of the rut.
“You did it!” cried Hercules. "Congratulations!"
The boy felt proud. He could do things for himself! He went on down the road, feeling happy because he was able to do something he hadn’t thought he could do.
“I’m stronger and smarter than I thought I was,” he said to himself. "Next time I’m faced with difficulties, I’ll not give up. I’ll at least try to figure out a solution, like I was encouraged to do today by Hercules.”
LESSON PLAN
OBJECTIVES
Cognitive: Students will understand that, when faced with difficulties, they need to keep trying and not give up or look for an easy way out.
Affective: Students will feel happy and encouraged after hearing the story. Students will feel that they may be able to solve problems too. They will want to try harder the next time they are faced with a challenge.
Behavioral: Students will try harder to find solutions to problems in their academic endeavors and in other situations.
Class Session 1
Read the story to the children and show them the illustration. Then point out that the boy in the story had a difficult job to do. Ask students what it was and why it was difficult. Ask if students have ever had to do something that was difficult.
Have students recount what the boy did when the wagon got stuck. Question them as to whether they think Hercules would have helped the boy if he had seen the boy trying. Ask, "Why didn’t Hercules help?"
Explain that Hercules really did help the boy after all. Ask them to tell you how Hercules really helped the boy, and if they think maybe Hercules helped the boy for the rest of his life. Ask, "What lesson do you think the boy learned that day? How do you feel when you are able to solve a difficult problem or do a difficult job? You feel good about yourself, just like the boy did. You feel confident. Feeling confident means that you believe you can do something, even though it may be hard. Do you think that the boy will feel more confident and try harder the next time he’s faced with difficulties?" Encourage students to remember this story when they are faced with a difficult job or problem.
Ask students to repeat after you: "Where there's a will there's a way!" Have them explain to you what they think this saying means. Another way to say it is, "Don't give up!"
Write a fairly difficult math problem on the board—one that will challenge most of the students, but one that they should be able to figure out. When they have tried to solve it, ask those who succeeded how they managed to solve the problem. Encourage them all that they can solve problems if they put their minds to it. Repeat, "Where there's a will, there's a way!"
Class Session 2
Encourage students to act out the story. Tell them that you will be the narrator and that they should act out what you say and repeat their lines after you. You need three students per play-act: a boy (or girl), a horse, and Hercules.
The horse stops suddenly. Boy: Oh no! The wagon wheel is stuck. I give up! Horse: I give up, too!
Both sit down. Boy sees Hercules: You’re big and strong. Help me move the wagon. Hercules: Not until you try yourself. Don’t be so lazy. See if you can do it yourself. Boy: Okay, I’ll try. Horse: Me, too.
Boy and horse get up. The horse begins to try to pull the pretend wagon. The boy pushes a pretend wheel. They groan while they’re pushing and pulling. Then they start to move forward and walk a few steps.
Hercules: You did it! I knew you could. Boy: Yes, we did it. I’m stronger and smarter than I thought! Horse: Me, too! Hercules: Congratulations! You didn’t give up!
Encourage everyone in the play to give one another high fives. Act out the story again with other students—as many times as there is interest, or until everyone gets a turn to be in the play. Conclude with, “Let’s remember to encourage each other like Hercules did in the story. And remember: where there's a will, there's a way!"
“I wanted to have some fun later on today. Now I’m stuck. It’ll take all day to get this wagon out of here and down the road. What bad luck,” he grumbled. He continued to pity himself and his misfortune.
Watching from his porch was a man named Hercules. He was muscular and strong.
When the boy noticed Hercules, so big and strong, staring at him, he cried out, “Help me! I can’t get my wagon to move!”
Hercules replied, "Young man, I’ve been watching you. As soon as the wagon got stuck, you gave up without even trying. Giving up too soon when difficulties arise is not a good habit. You need to at least try to move it yourself before I lend a hand.”
The boy decided to heed the wise words of Hercules, so he walked back to the wagon. He pulled the reins of the horse and encouraged him. At the same time, he pushed against the wheel that was stuck. The horse and the boy managed to loosen the wheel. Finally, the wagon moved out of the rut.
“You did it!” cried Hercules. "Congratulations!"
The boy felt proud. He could do things for himself! He went on down the road, feeling happy because he was able to do something he hadn’t thought he could do.
“I’m stronger and smarter than I thought I was,” he said to himself. "Next time I’m faced with difficulties, I’ll not give up. I’ll at least try to figure out a solution, like I was encouraged to do today by Hercules.”
LESSON PLAN
OBJECTIVES
Cognitive: Students will understand that, when faced with difficulties, they need to keep trying and not give up or look for an easy way out.
Affective: Students will feel happy and encouraged after hearing the story. Students will feel that they may be able to solve problems too. They will want to try harder the next time they are faced with a challenge.
Behavioral: Students will try harder to find solutions to problems in their academic endeavors and in other situations.
Class Session 1
Read the story to the children and show them the illustration. Then point out that the boy in the story had a difficult job to do. Ask students what it was and why it was difficult. Ask if students have ever had to do something that was difficult.
Have students recount what the boy did when the wagon got stuck. Question them as to whether they think Hercules would have helped the boy if he had seen the boy trying. Ask, "Why didn’t Hercules help?"
Explain that Hercules really did help the boy after all. Ask them to tell you how Hercules really helped the boy, and if they think maybe Hercules helped the boy for the rest of his life. Ask, "What lesson do you think the boy learned that day? How do you feel when you are able to solve a difficult problem or do a difficult job? You feel good about yourself, just like the boy did. You feel confident. Feeling confident means that you believe you can do something, even though it may be hard. Do you think that the boy will feel more confident and try harder the next time he’s faced with difficulties?" Encourage students to remember this story when they are faced with a difficult job or problem.
Ask students to repeat after you: "Where there's a will there's a way!" Have them explain to you what they think this saying means. Another way to say it is, "Don't give up!"
Write a fairly difficult math problem on the board—one that will challenge most of the students, but one that they should be able to figure out. When they have tried to solve it, ask those who succeeded how they managed to solve the problem. Encourage them all that they can solve problems if they put their minds to it. Repeat, "Where there's a will, there's a way!"
Class Session 2
Encourage students to act out the story. Tell them that you will be the narrator and that they should act out what you say and repeat their lines after you. You need three students per play-act: a boy (or girl), a horse, and Hercules.
The horse stops suddenly.
Boy: Oh no! The wagon wheel is stuck. I give up!
Horse: I give up, too!
Both sit down.
Boy sees Hercules: You’re big and strong. Help me move the wagon.
Hercules: Not until you try yourself. Don’t be so lazy. See if you can do it yourself.
Boy: Okay, I’ll try.
Horse: Me, too.
Boy and horse get up. The horse begins to try to pull the pretend wagon. The boy pushes a pretend wheel. They groan while they’re pushing and pulling. Then they start to move forward and walk a few steps.
Hercules: You did it! I knew you could.
Boy: Yes, we did it. I’m stronger and smarter than I thought!
Horse: Me, too!
Hercules: Congratulations! You didn’t give up!
Encourage everyone in the play to give one another high fives. Act out the story again with other students—as many times as there is interest, or until everyone gets a turn to be in the play. Conclude with, “Let’s remember to encourage each other like Hercules did in the story. And remember: where there's a will, there's a way!"